Conceptualizing students’ learning experiences in English as second language in higher education from structure and agency

Abstract

This paper narrates my research journey to conceptualize students' learning experiences in English as Second Language program in higher education from structure and agency. It reviews literature of psychological and sociological research traditions that conceptualize students' learning experiences. Using a critical perspective, each research tradition is reviewed in-depth for its strengths and limitations. However, the strengths and limitations are also seen from the perspective of my constructivist ontological and interpretivist epistemological stance. The paper critique the psychological research tradition of Phenomenography as well as the quantitative learning inventories descended from Phenomenography. It, then, focuses on Activity Theory, which is seen as a sophisticated analytical tool. However, the limitations of Activity Theory pave the way to move to sociological concepts of identity, community and institutional influences as theoretical lenses to conceptualize students' learning experiences from structure and agency. These concepts are formed using Symbolic Interactionism, Community of Practices and Bourdieusian notions of Habitus, Field, and Capital, respectively.

L2 self of Omani college and university students: An exploration on L2 Learning Experience

“…Although the higher education institutions in Oman are relatively young compared to those in other countries, it seems that the students from both the private and public sectors are in approval of the manner the institutions are run. Rind (2016) argues that the institution itself is a variable that may influence a student"s L2LE. He adds that this is the structure that produces an impact on the teaching and learning that transpire within the institution.…”

Making a case for Cultural Historical Activity Theory: Examples of CHAT in practice

“…In addition to the three projects presented here in recent years CHAT has underpinned research into mathematical modelling and science education (Chao et al, 2017;Erduran, 2018;Galleguillos & de Carvalho Borba, 2018;Hernandez-Martinez & Vos, 2018), and higher education (Englund, Olofsson, & Price, 2018;Kaatrakoski, Littlejohn, & Hood, 2017). It has been used to investigate mobile tool use (Paskevicius & Knaack, 2018) as well as English language teaching and learning (Montoro, 2016;Rind, 2016). CHAT remains a theory with versatility and 'applicability to a wide variety of settings, contexts and approaches' (Murphy & Rodriguez-Manzanares, 2008, p. 453).…”

The Role of Significant Others on International Students’ Agency in Chinese Learning: Translanguaging Lens

“…Nevertheless, it is claimed that students tend to be easily regarded as the 'puppets' due to their ignored agency, choices or actions during the process of constructing learning experiences (Rind, 2016). Viewing this, the native Chinese teachers as the significant others are supposed to support the overseas learners' autonomy by acknowledging their perspectives and providing learning opportunities to them in an autonomous and personally meaningful manner (Noels, et al, 2019).…”